Guided bedside teaching for early learners

Evaluation eines Unterrichts am Krankenbett (Bedside Teaching) auf einer Palliativstation im Rahmen einer studentischen Pflichtveranstaltung

Zeitschrift für Palliativmedizin ◽

10.1055/s-0030-1265456 ◽

2010 ◽

Vol 11 (05) ◽

Author(s):

M Weber ◽

J Braun ◽

J Schildmann

Keyword(s):

Bedside Teaching

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Regression analyses of questionnaires in bedside teaching

BMC Medical Education ◽

10.1186/s12909-020-02295-y ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Wolf Ramackers ◽

Julia Victoria Stupak ◽

Indra Louisa Marcheel ◽

Annette Tuffs ◽

Harald Schrem ◽

...

Keyword(s):

Logistic Regression ◽

Linear Regression ◽

Survey Data ◽

Organizational Structures ◽

Bedside Teaching ◽

Regression Analyses ◽

Negative Perception ◽

Data Analyses ◽

Main Target ◽

Relevant Factors

Abstract Background Students’ ratings of bedside teaching courses are difficult to evaluate and to comprehend. Validated systematic analyses of influences on students’ perception and valuation of bedside teaching can serve as the basis for targeted improvements. Methods Six hundred seventy-two observations were conducted in different surgical departments. Survey items covered the categories teacher’s performance, student’s self-perception and organizational structures. Relevant factors for the student overall rating were identified by multivariable linear regression after exclusion of variable correlations > 0.500. The main target for intervention was identified by the 15% worst overall ratings via multivariable logistic regression. Results According to the students the success of bedside teaching depended on their active participation and the teacher’s explanations of pathophysiology. Further items are both relevant to the overall rating and a possible negative perception of the session. In comparison, negative perception of courses (worst 15%) is influenced by fewer variables than overall rating. Variables that appear in both calculations show slight differences in their weighing for their respective endpoints. Conclusion Relevant factors for overall rating and negative perception in bedside teaching can be identified by regression analyses of survey data. Analyses provide the basis for targeted improvement.

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Innovative Inclusion Program for Early Learners with Visual Impairments Offered by Miami Lighthouse Learning Center for Children

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x211000967 ◽

2021 ◽

Vol 115 (2) ◽

pp. 143-151

Author(s):

Virginia A. Jacko ◽

Isabel Chica ◽

Sandra Lewis ◽

Rebecca Bulotsky Shearer

Keyword(s):

Visual Impairments ◽

Learning Center ◽

Early Learners

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P27 Bedside teaching from a distance; surgical education in the COVID era, a randomised control trial

BJS Open ◽

10.1093/bjsopen/zrab032.026 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

Author(s):

A Feeley ◽

A Carroll ◽

D Hehir ◽

Aoife Feeley

Keyword(s):

Content Analysis ◽

Medical Students ◽

Health Sector ◽

Randomised Control Trial ◽

Surgical Patient ◽

Bedside Teaching ◽

Patient Exposure ◽

Acceptable Alternative ◽

Current Climate ◽

Provision Of Services

Abstract Introduction The COVID pandemic resulted in a shutdown of facilities and resources globally. With drastic changes in the provision of services available in the health sector, so too were medical students’ provision of learning. With the onslaught of COVID and the need for ongoing learning resources for students, novel methods to maintain adequate surgical patient exposure and student interaction on a platform amenable to the interactive format required was devised using a virtual platform to compliment current pedagogical approaches. Methods This was a randomised control trial to evaluate the perceived use of remote learning in place of surgical bedside teaching in the COVID-19 era. Medical students in a regional hospital were recruited and randomised to undergo the bedside teaching in person or receive the teaching virtually through a Xpert eye, smart glasses to facilitate connections remotely. Feedback questionnaires and exit interviews carried out following each session. Content analysis of transcripts was performed to evaluate the presence and quality of perceived learning, benefits and limitations. Results Feedback demonstrated greater engagement, satisfaction, involvement and learning (p < 0.01) in the bedside teaching group. Content analysis yielded three main themes; Interpersonal content, technological features, and provision of content. Students reported the virtual teaching was an acceptable alternative in the current climate of social distancing and reduced patient access. Conclusion The current pandemic poses a risk to adequate patient exposure to patient centred learning. Teaching sessions received remotely are an acceptable alternative in the current climate of reduced clinical access, however bedside teaching remains the preferred method of learning.

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On Bedside Teaching

Annals of Internal Medicine ◽

10.7326/0003-4819-127-2-199707150-00039 ◽

1997 ◽

Vol 127 (2) ◽

pp. 172

Author(s):

J.J.P. Patil

Keyword(s):

Bedside Teaching

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DECLINE OF CLINICAL ART AND TECNOLOGICAL MEDICINE BOOM

Anales de la Real Academia Nacional de Farmacia ◽

10.53519/analesranf.2021.87.02.02 ◽

2021 ◽

pp. 123-133

Author(s):

José Antonio Rodríguez Montes

Keyword(s):

Physical Examination ◽

Medical History ◽

Medical Practice ◽

New Technologies ◽

Clinical Skills ◽

Treatment Plan ◽

Correct Diagnosis ◽

Bedside Teaching ◽

The Past

Currently there is a consensus that the clinical art have been greatly deteriorating during the past 50 years. This problem has raised worldwide attention through as increase in publications, courses, symposia and congress. The erosion of bedside teaching and the consequent decline of clinical skills, notably wrongfull and inadequate use of new technologies. At as result, it becomes difficult if not impossible obtain an appropiate collection of the synptoms sufferick for the sick. Together with the medical history, the physical examination is mandatory for the correct diagnosis and developing the treatment plan. In this paper, the decline of clinical art is exposed and how this ancient heritage of medical practice can be recovered.

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Bedside teaching: an invaluable tool in undergraduate medical education

BJPsych Open ◽

10.1192/bjo.2021.431 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S154-S154

Author(s):

Kenneth Ruddock

Keyword(s):

Medical Education ◽

Student Learning ◽

Student Teaching ◽

Undergraduate Medical Education ◽

Course Design ◽

Clinical Teaching ◽

Bedside Teaching ◽

Invaluable Tool ◽

Cox's Model ◽

Difficult Subjects

AimsBedside teaching is one of the most important modalities in medical education. Sir William Osler stated, “Medicine is learned by the bedside and not in the classroom”. Despite this, the use of bedside teaching in the undergraduate curriculum has been declining, potentially due to changes in course design, increasing clinical workloads and reducing inpatient numbers. In my role as a Clinical Teaching Fellow (CTF), I have aimed to maximise bedside teaching and promote it as the primary approach for student learning.MethodAs a CTF, I deliver teaching to students from the Universities of Glasgow and Edinburgh during their placements in NHS Lanarkshire. Weekly teaching is provided to groups of 2-4 students, with around 50% of sessions delivered ‘at the bedside’.Within psychiatry, there is a vast range of potential bedside teaching topics. Given the length of time required to conduct a full psychiatric history and mental state examination (MSE), teaching sessions instead focus on one specific component of the patient interview, for example, assessing perceptual abnormalities or delusions, conducting a substance use history or exploring social circumstances and the functional impact of illness. This approach allows for more focussed feedback and teaching. Session structure is based upon Cox's model of bedside teaching, which I have modified slightly for the psychiatry setting.Student feedback has been collected via an anonymous electronic end-of-block questionnaire.ResultQualitative feedback reveals that students in NHS Lanarkshire value bedside teaching, with one student describing it as “informative, comprehensive and relevant for upcoming exams and clinical practice”.There are a number of potential barriers to consider when delivering bedside teaching in psychiatry. These include issues identifying suitable patients who can provide informed consent to participate and the ethical concerns regarding exploring difficult subjects such as suicide risk assessment with patients for purely educational purposes.These issues can be overcome; in inpatient units, there is usually a small cohort of patients who are able to consent and engage in student teaching, and difficult subjects can alternatively be addressed during role-play or simulation sessions.ConclusionDespite its challenges, bedside teaching can be an enjoyable and rewarding approach in undergraduate medical education, with feedback revealing it is positively received in NHS Lanarkshire. By utilising Cox's model and focussing on specific aspects of MSE and history-taking, bedside teaching is more accessible and an invaluable tool for psychiatric teaching. Clinicians and educators are encouraged to keep the patient at the centre of student learning.

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